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New IPM

Background

Many teachers are committed to the IPM teaching approach and to the materials. Since the initial development of the IPM materials, however, there have been significant changes in the teaching of primary mathematics in the UK. There is now a need for an updated version to reflect these developments.

For the last five years, we have been trialling a revised edition of the teaching materials for use with pupils in Years 1, 2, 3, 4, 5 and 6. We call these the New IPM. These are completely in line with the year-on-year expectations and requirements as set out in the Primary Framework for mathematics (2006). These lesson materials are available for purchase now. These materials are on CDs.

New IPM remains strongly focused on a step-by-step approach using significant amounts of whole class-teaching. The teaching materials are now more episodic and more activity-based. The lessons now consist of a greater number of shorter sections, which believe, is better for pupils’ concentration and retention of learning.

Other changes include:

  • Lesson materials are now provided for all five lessons each week (the original materials provided for four lessons each week)
  • Extension activities for higher attaining pupils are included in virtually every lesson
  • There is a balance between games and practical activities, which stimulate learning, and written practice, which is useful for monitoring and assessment.
  • For Year 6, teaching materials are organised on a topic basis; more information is given below.

Starter activities: A quick, fun start to each lesson is essential, and this is achieved through the use a starter activity, designed to revise quickly knowledge needed for the learning content of the particular lesson.

In response to demand, we have also produced separate books of Starter Activities for each of the year groups 1, 2, 3, 4, 5 and 6. These have been extremely popular with teachers. They provide a bank of tried and tested starter activities to hand for year group.

Year 6

Structure of teaching materials in Year 6

Teaching materials for use with pupils in Years 1 to 5 include week by week and lesson by lesson materials, together with all paper resources.  These Year 6 materials have a very different structure.  The main differences are:

  • The materials are topic-based to correspond broadly with strands in the Framework as follows:
    • Handling data
    • Shape and space
    • Measures
    • Calculating
    • Place Value
    • Fractions, decimals, percentages, ratio and proportion
    • Problem solving (across all topics)

In addition, there is a section entitled Mental Tests.  This provides a series of short, orally-administered tests on a range of topics.  These can be used for quick practice and assessment.

  • Each topic is divided into a number of subsections.  For example, Handling data is subdivided into the following:
    • Probability
    • Bar charts and tables
    • Tables including frequency tables
    • Line graphs
    • Pie charts
    • Averages and range
    • Decision trees
    • Venn and Carroll diagrams
  • Each subsection contains:
    • teaching notes which identify areas of previous learning, together with references where appropriate to IPM lesson materials, and new learning to be covered;
    • two short assessments, designed to be administered at the beginning of the teaching and at the end.  The first assessment is designed to be used diagnostically and for gap analysis.  The second of each pair of assessments is designed to be administered when teaching has been concluded.  The time allowed for each assessment is left to the discretion of the teacher.  However, the assessments are brief and are intended to occupy only a small part of a lesson. 
    • an activity, often designed to be a whole class activity, which requires discussion and sharing of ideas.  An activity is often teacher-directed, thus providing an opportunity to assess pupils’ understanding and to challenge faster learning children with more complex questions.
    • a number of resource sheets which are classified as Consolidation (C) of earlier work or New learning (N).  Some of the resource sheets are also classified as extension work (E); these correspond broadly to Level 5 questions in the Primary Framework. Resource sheets are referenced to indicate topic, subsection, consolidation/new and extension.  For example, a resource sheet referenced as Y6 HD 1:6NE refers to the topic of Handling data (HD), the first subsection within Handling data (probability); the sixth resource sheet (6) which relates to new learning (N) and is an extension activity (E).  In general, the resource sheets relating to consolidation work (C) are numbered before the resources sheets relating to new work (N).  The number and type of resource sheets on each subsection is provided in grid format at the beginning of each topic.  Resource sheets may extend over two or even three pages of continuous questions.
    • an example of the grid for Handling data is shown here:
      Section Assessments Activity No of resource sheets for:
      Consolidation
      (C)      		 New Learning (N) Extension Work (E)
      Probability (1) 2 1 0 8 1
      Bar charts and tables (2) 2 1 4 3 0
      Frequency tables (3) 2 1 0 3 0
      Line graphs (4) 2 1 1 4 0
      Pie charts (5) 1 1 n.a. 3 1
      Averages and range (6) 2 1 1 4 1
      Decision trees (7) 1 1 n.a. 3 0
      Venn and Carroll diagrams (8) 2 1 2 1 0
      Total 14 8 8 29 3
    • Answers have been provided throughout.  These are given either on a Teacher’s copy (as a separate file following the relevant worksheet) or as a final section within each topic.

    Using the teaching materials for Year 6

    It is recognised that much of the teaching to Year 6 pupils consists of consolidation and further embedding of earlier learning, with probably a minority of time being devoted to new learning and the introduction of new ideas. 

    These materials have been designed for teachers to use flexibly; for example, after using the short diagnostic assessment for a particular subsection, you may wish to involve the whole class in the teaching activity provided in order to remind children of key ideas on the subsection.  In subsequent lessons, you may wish pupils either to have further practice with consolidation resource sheets, or to introduce pupils to new learning.  This is left to your judgement, as you will know the appropriate level of difficulty required to involve pupils without too great a level of challenge.  You may wish for some pupils to complete the extension resource sheets while others are involved on core work.

    The topics and subsections are designed to be self-standing, so broadly the order in which they are used is not of any great significance.  Within a particular subsection, however, the numbering of the resource sheets is broadly commensurate with the increasing difficulty.

    Resource sheets are designed to occupy pupils independently for a significant part of a 45 minute lesson.  Some resource sheets thus have two or three pages; this is shown in the referencing of the resource sheet on the file.

    In the topic on Calculating, it is essential that 5mm squared paper is used to enable correct setting out of written calculations and as an aid to accuracy.

    Although a separate section of resources is provided on the topic of Problem Solving, many word and other problems are included in other sections of the materials.  Through using these materials and resource sheets, children will gain a broad experience of all types of problems.  They will also develop their understanding of how best to approach different types of problems if there are opportunities for discussion and for teacher-modelling.

    Teachers may, if they so wish, use a selection of the resource sheets provided for homework activities.